Students’ Socio-Economic Relationship Towards Critical Thinking In Second Language Learning
(1) Universitas Islam Syekh Yusuf tangerang
(2) Universitas Islam Syekh Yusuf
(3) Universitas Islam Syekh Yusuf Tangerang
(4) Universitas Islam Syekh Yusuf Tangerang
(*) Corresponding Author
Abstract
This study aims to empirically determine the determinants of critical thinking such as socio-economics and gender. Researcher used a comparative causal approach with N =165 samples. Sample was taken by using census sampling technique. Students’ socio-economic relationship is independent variable. For the dependent variable is critical thinking in second language. The multiple linear regression model shows that socio-economics contributes significantly in improving students' critical thinking skills. Meanwhile, gender is not proven to significantly affect students' critical thinking. The results prove that there is a great influence between socio-economics on students' critical thinking in second language learning. The results of the empirical study contribute to making socio-economic as one of the important elements of students' critical thinking ability policy. Students with higher socio-economic status tend to be able to think critically better, due to their literacy skills.
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DOI: http://dx.doi.org/10.30998/scope.v9i1.24067
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